Grade: 6Unit: 6 Week: 3Content: ELA Dates: 4/22-4/26
Theme Essential Question:
Essential Questions:
What’s the connection?
What are the significant characteristics?
What reading behaviors are used when reading for information?
Focus Standards
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2: Determine a theme or central idea of text and how it is conveyed through particular detail; provide a summary of the text distinct from personal opinions or judgements.
RL.6.3: Describe how a particular story”s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
RI.6.7:Integrate information presented in different media or formats (e.g.,visually, quantitatively)as well as in words to develop a coherent understanding of a topic or issue.
W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.2(a):Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2(b): Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2(c): Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.2(d): Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.6.2(e): Establish and maintain a formal style.
W.6.2(f): Provide a concluding statement or section that follows from the information or explanation presented.
W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate
SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) to visual displays in presentations to clarify information.
L.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies.
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Ongoing Standards
RL.6.3: Describe how a particular story”s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.6.2:Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.
RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by a biography on the same person.)
R.I.6.10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
L.6.1: Demonstrate command of the conventions of Standard English grammer and usuage when writing or speaking.
L.6.1(a) Introduce claim(s) with clear reasons and relevant evidence clearly.
L.6.1(b) Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
L.6.1(c) Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
L.6.1(d) Establish and maintain a formal style.
L.6.1(e) Provide a concluding statement or section that follows from the argument presented.
Objectives
TLW compare and contrast two versions of literary texts.
TLW write a paragraph for each question.
Assessment Product
Written two paragraph response to comparisons and contrasts of the literary versions.
Journal/Notebook notes regarding literary piece.
Key Questions (match Standard)
What are the similiarities between the two versions of the text?
What are the differences between the two versions of the texts?
Observable Student Behaviors (Performance)
Participation in class discussion
Complete required assignments.
Vocabulary
ELA
Suggested Activities [see Legend to highlight MCO and HYS]
Using a graphic organizer, students will identify setting, plot, characters, etc… between the different version.( play, novel, film)
Guided questions (HMU(1) p.169
Guide students working in pairs to review the dramatized version of The Prince and the Pauper,
as they complete their charts. Afterwards work in groups to compare and contrast notations.
This file was created to teach students the definitions of the more difficult words in "The Star Spangled Banner."
L6.5/6.5a Figures of Speech Field Day
Games and Activities to teach figures of speech.
W6.1 /6.1e Introductory and Concluding Paragraphs
This interactive lesson walks students through the process of writing effective introductory and
concluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do,
you do) are included.
W6.2 /6.2a Compare and Contrast Writing
This lesson activity presents how to plan a compare and contrast composition with an emphasis
on comparing two topic sentences using transition words such as but, yet, and however.
W6.2b Expository Writing Explaining How
Using Thinking Maps models how to create an expository writing piece to explain how.
W6.2f Expository Writing Explaining Why
Use Thinking Maps as a critical thinking tool to guide students through: brainstorming,
sequencing writing, creating paragraphs and adding rich details, adding transition words, and
using peer to evaluate writing piece.
RL 6.2 Summarizing
Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool to
become a better reader.
RL 6.3 Cause and Effect
Students will read a short story containing a chain of cause and effect relationships. They will
then complete a series of activities in which they analyze cause and effect.
RL 6.3 Guess the Emotion
This activity provides students with examples of Show, Don't Tell. They read a paragraph where
the author "shows" an emotion, and the students must guess the emotion based on the
descriptive writing.
RL 6.3 Plot- Story Structure
This is an introductory lesson about the parts of a plot of a story.
Grade: 6Unit: 6 Week: 3 Content: ELA Dates: 4/22-4/26
Theme Essential Question:
Essential Questions:
Focus Standards
Ongoing Standards
Objectives
Assessment
Product
Key Questions (match Standard)
Observable Student Behaviors (Performance)
Vocabulary
Suggested Activities [see Legend to highlight MCO and HYS]
Homework
Read for 30 minutes.
Terminology for Teachers
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
High Yield Strategies
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
- L6.4 The Star Spangled Banner
This file was created to teach students the definitions of the more difficult words in "The Star Spangled Banner."- L6.5/6.5a Figures of Speech Field Day
Games and Activities to teach figures of speech.- W6.1 /6.1e Introductory and Concluding Paragraphs
This interactive lesson walks students through the process of writing effective introductory andconcluding paragraphs. Two-column notes, group practice, and individual practice (I do, we do,
you do) are included.
- W6.2 /6.2a Compare and Contrast Writing
This lesson activity presents how to plan a compare and contrast composition with an emphasison comparing two topic sentences using transition words such as but, yet, and however.
- W6.2b Expository Writing Explaining How
Using Thinking Maps models how to create an expository writing piece to explain how.- W6.2f Expository Writing Explaining Why
Use Thinking Maps as a critical thinking tool to guide students through: brainstorming,sequencing writing, creating paragraphs and adding rich details, adding transition words, and
using peer to evaluate writing piece.
- RL 6.2 Summarizing
Title: How to Summarize; Content Area: Reading; Objective: Use summarizing as a tool tobecome a better reader.
- RL 6.3 Cause and Effect
Students will read a short story containing a chain of cause and effect relationships. They willthen complete a series of activities in which they analyze cause and effect.
- RL 6.3 Guess the Emotion
This activity provides students with examples of Show, Don't Tell. They read a paragraph wherethe author "shows" an emotion, and the students must guess the emotion based on the
descriptive writing.
- RL 6.3 Plot- Story Structure
This is an introductory lesson about the parts of a plot of a story.Other Activities, etc.
Language
Arts
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Week 2
Week 3
Week 4
Week 5
Week 6
6 Matrix
6 PAP Matrix
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Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
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Unit 3
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Unit 6